Summer Curriculum Work 2011
Submitted by:
Mitzi Wieduwilt and Chris Gabriel
Canyon Del Oro High School
Overview
Abstract:
Presented herein is a curriculum outline for the International Baccalaureate (IB) course
Environmental Systems and Societies. The aims and objectives of the course are
primarily to promote students’ understanding of environmental processes at a variety of
scales, from local to global, and enable students to apply this understanding, along
with field methodologies and skills, towards a critical evaluation of environmental issues.
Students will become more aware of different cultural perspectives on environmental
issues and begin to appreciate the value of international collaboration in resolving
these issues. They will understand the human connection to the environment at
multiple levels. The curriculum outline presented is designed to be a two-year course.
Grade Range:
11th and 12th grades
Big Ideas/Theme:
The primary focus of this course is to provide students with a sound, well-reasoned
understanding of the interconnectedness of the different earth systems and a global
perspective of the relationships between environmental systems and societies. This
appreciation of Earth as a complex and dynamic entity will enable students to make
wise personal and social decisions related to quality of life and the sustainable
management of Earth's finite resources and environments.
Essential Questions:
1. How can we view the Earth as a collection of interacting systems?
2. How can we use models to help understand this view of Earth?
3. What is an ecosystem and how do abiotic and biotic factors influence the manner
in which an ecosystem operates?
4. How can we best analyze population growth and the changing human population?
5. What types of resources are necessary to support the growing human population?
6. How can we use models to help us develop sustainable growth?
7. What is the meaning of biodiversity and what are the impacts of changing
ecosystems on biodiversity at local, national and international scales?
8. What are the different types of pollution affecting aquatic, terrestrial and
atmospheric systems?
9. How does the international community work together to address global
environmental issues, such as ozone depletion and global warming?
10. What are the controversies surrounding global warming, and how can we develop
a global plan for action?
11. What are environmental value systems and how do they differ on a global scale?
Scope: Content/Skills/Assessments/ 21st Century Skill Theme
The scope of this course is too broad to summarize all the content, skills and assessments
that will be introduced. Topics to be covered include:
Topic 1.
Topic 2.
Topic 3.
Topic 4.
Topic 5.
Topic 6.
Topic 7.
Systems and Models
The Ecosystem
Human Population, Carrying Capacity and Resource Use
Conservation and Biodiversity
Pollution Management
Global Warming
Environmental Value Systems
As a comprehensive science course incorporating multiple social perspectives, this
course naturally lends itself to the inclusion of all the 21st century skills. A systems
approach will be used to provide a holistic perspective on environmental issues,
allowing students to view the environment on local and global scales. Comprehensive
assessment of student work will include fieldwork and investigations that involve
research using all technology available; formulating testable scientific questions;
developing a hypothesis based on research; developing an approach to collect field
data; analyzing and evaluating the data; and formulating valid conclusions. Much of
this work will be done cooperatively in groups, and students will be required to present
their data and analysis in written form and using media for a class presentation.
Assessments may also include short laboratory practicals, computer simulations, case
studies and analysis of real world data. All assessments will be designed to allow
students to demonstrate their understanding of core concepts, lab methodologies and
skills with regard to environmental issues.
Sequence: Timeline of approximately four semesters
This timeline is approximate and subject to change depending on student response.
Semester one:
 systems and models (incorporated throughout the course)
 ecosystems
 human population change
 carrying capacity
Semester two:
 resource use
 conservation
Semester three:
 biodiversity
 pollution management
Semester four:
 global warming
 environmental value systems (incorporated throughout the course)
International Baccalaureate: Environmental Systems and Societies
Name of the teachers who prepared the outline:
Mitzi Wieduwilt and Chris Gabriel
Name of the course:
Environmental Systems and Societies
Course description:
In two to three paragraphs, describe the course in terms of focus, purpose, aims and
objectives, the inclusion of internationalism, the proposed process, and expected
assessment. This should be a summary.
The primary focus of this course is to provide students with a sound, well-reasoned
understanding of the interconnectedness of the different earth systems and a global
perspective of the relationships between environmental systems and societies. This
appreciation of Earth as a complex and dynamic entity will enable students to make
wise personal and social decisions related to quality of life and the sustainable
management of Earth's finite resources and environments.
The aims and objectives of the course are primarily to promote students’ understanding
of environmental processes at a variety of scales, from local to global, and enable
students to apply this understanding, along with field methodologies and skills, towards
a critical evaluation of environmental issues. Students will become more aware of
different cultural perspectives on environmental issues and begin to appreciate the
value of international collaboration in resolving these issues. They will understand the
human connection to the environment at multiple levels.
A systems approach will be used to provide a holistic perspective on environmental
issues. This approach emphasizes the exchange and flow of matter and energy within
and between ecosystems, and allows students to view the environment on local and
global scales. This naturally lends itself to the inclusion of internationalism in the
curriculum. For example, students may explore international cooperation in developing
solutions to such environmental issues as ozone depletion and global warming.
Comprehensive assessment of student work will include both the required external
assessment papers as well as multiple internal assessments, both formative and
summative. The most critical element of the assessment will be fieldwork and
investigations used for students’ practical schemes of work. Assessments may also
include short laboratory practicals, computer simulations, case studies and analysis of
real world data. All assessments will be designed to allow students to demonstrate their
understanding of core concepts, lab methodologies and skills with regard to
environmental issues.
Topics:
In narrative or outline form, list what you will cover in your course to meet the IB
syllabus requirements. In addition, if IB courses are going to be combined with
Advanced Placement or other curriculums, outlines should address additional non-IB
topics to be covered.
Topic 1: Systems and Models
Overview
The topic of systems and models is best used as a theme for teaching all the ESS topics
rather than as an isolated topic. However, students need to be introduced to the
concept of viewing Earth as a system, where energy and matter are constantly being
exchanged, and using models to represent the workings of some of Earth’s systems. It is
important for students to view their study of the environment as a set of complex
interactions, rather than as isolated sets of components. Students will be able to
compare and contrast ecosystems and biological systems with artificial systems, such as
mechanical, communication or social systems. Reading, note-taking, case studies and
lab activities will be designed to emphasize how the laws of thermodynamics and
principle of equilibrium apply to ecosystems, and how natural systems are able to
regulate themselves through positive and negative feedback. Students will use
examples such as the water cycle and decomposition to describe the differences
between transfer and transformation. Simple models will be introduced to illustrate the
workings of a system.
Key Concepts:
 A system is an assemblage of parts, working together to form a functioning whole;
 Systems occur on many scales, from very small (such as a cell) to local (such as a
pond) to large (such as the Sonoran desert ecosystem) to global in scale;
 Open, closed and isolated systems occur in theory, although most ecosystems are
open systems;
 The first and second laws of thermodynamics, concerning the conservation of
energy and the dissipation of energy, play a large role in the transformation of
energy and maintenance of order in ecosystems;
 Living systems tend naturally toward a steady-state equilibrium rather than a static
equilibrium, with continuous inputs and outputs of energy and matter leading to a
more-or-less constant state;
 Positive feedback in an ecosystem leads to increasing, accelerated change (such
as exponential population growth);
 Negative feedback in an ecosystem leads to steady-state equilibrium (such as
predator – prey interactions);
 Matter and energy undergo transfers and transformations in flowing through
ecosystems;
 Most ecosystems are very complex, with many feedback links, flows and storages;
 Models, although limited in their use, can help us understand how systems work;
 Simplified models can help predict changes in a system; but it is important to
understand their strengths and limitations;
Labs/Activities
 Study of different ecosystem models
 Information about economic, social and values systems.
 Biome activity with computer research
 Biosphere II field trip
 Ecocolumns/Terrestrial vs. Aquatic ecosystems
 Information about the laws of thermodynamics and how they relate to an
ecosystem
 Open system equilibrium information showing different types of succession and
reaching stability
 Negative feedback information through predator-prey relationships presentation by
the Sonora Desert Museum
 Positive feedback information through exponential population growth articles
 Transfer and transformation processes explanation through food web/chains and
cycles of the Earth (ex. Water cycle)
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Flows through an ecosystem diagrams and graphs used to describe how energy is
transferred in a system
 Input/output diagrams
Theory of Knowledge Links
In this unit students will be asked to think about how a systems approach to studying
science is different from the traditional, compartmentalized approach. They will be
able to discuss the benefits of viewing the Earth as a set of complex and dynamic
systems that are constantly interacting, rather than studying individual elements in an
ecosystem.
Internationalism Links
Students will recognize that all Earth systems are interconnected, not only locally but
also on a global scale.
Topic 2: The Ecosystem
Overview
Students will use field studies, lab activities and research to discover what an ecosystem
is and the interdependency of its inhabitants. By following the flow of matter and
energy within an ecosystem, students will develop an understanding of the interaction
and roles of biotic and abiotic components, and how they contribute to the pyramid
structure and functioning of an ecosystem. Lab activities will teach students how to
measure abiotic factors such as salinity, pH, temperature, dissolved oxygen, soil
moisture and drainage. Field studies will allow students to practice measuring biotic
components such as identifying organisms or estimating relative abundance and
diversity of different species. Through these activities students will come to understand
several basic ecological concepts, especially the exchange of matter and energy in
photosynthesis and respiration, and biological productivity, which are key to
understanding how everything else works in an ecosystem. Finally, students will be
introduced to factors causing changes in populations: how they are measured and
evaluated, and the different effects they have.
Key Concepts
 Ecosystems are biological systems consisting of organisms and their environment;
 Ecosystems have biotic and abiotic components, all of which influence population
size and growth or decline;
 Organisms thrive within a range of abiotic conditions, and altering those conditions
can have a severe impact on their population;
 The transfer of matter and energy during photosynthesis and respiration are key
concepts in understanding ecology;
 Productivity is a measure of gains or losses in biomass or energy, and is critical to
understanding the functioning of an ecosystem;
 A biome is a collection of ecosystems with similar climatic conditions;
 The location of a biome depends on climate and limiting factors;
 Precipitation and temperature are the most important factors influencing biomes;
 Populations of organisms interact in different ways;
 Important concepts in understanding how ecosystems function include trophic
levels, food chains, food webs and pyramid structures of number, biomass and
productivity;
 Photosynthetic organisms are producers of food within ecosystems, and are
essential to the survival of all other species;
 Food chains are biological avenues for the flow of energy and the cycling of
nutrients in the environment;
 Species show different characteristics with respect to the ecological niche they fill;
 Energy is constantly added to, escaping from and flowing through ecosystems, and
most is eventually lost as heat;
 Humans have learned to manipulate ecosystems to get the greatest productivity
from them;
 A given area can only support a certain size of population;
 Population numbers may either crash or reach equilibrium around the carrying
capacity, and are influenced by competition;
 Human population is growing exponentially;
 Succession is the change in species composition in an ecosystem over time;
 Early in succession, gross primary productivity (GPP) and respiration are low, so net
primary productivity (NPP) is high as biomass accumulates;
 In later stages, GPP may remain high, but respiration increases, so NPP declines;
 A climax community is reached at the end of a succession where a dynamic
equilibrium has been reached and the species composition stops changing;
 Species biodiversity is low in early stages and increases as succession continues,
falling a little in the climax community;
 Human activities can influence natural succession;
Labs/Activities
 Sonoran Desert food webbing activity
 Investigating food webs using owl pellets
 Sonoran Desert Museum presentations/speakers
 Top of the food chain story- DDT/in Borneo
 Ecocolumn/Terrestrial vs. Aquatic ecosystems
 Taxonomy project
 Tagging lab using beans
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Population diversity using cars in school parking lots
Power of Doubling “Exponential Growth”
Variation in Habitats lab activity
Earth’s Biome activity
A review of the Rosemont Mines EIS reports
Plant Pigments and Photosynthesis lab
Energy Transfer in an Ecosystem activity
Construction and analysis of flow diagrams for ecosystem cycles
Freeport McMoRan Copper and Gold Mines speakers/presentation
Copper more than metal activity packets
Copper leaching and electroplating lab
Forest fire impacts presentation
Interpretation of survivorship curves including logarithmic scales
Various power points, note takers, study guide questions and vocabulary
Possible Field trips o
Sierrita Mines, Green Valley, AZ (Freeport McMoRan)
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Sonoran Desert Museum Tucson, AZ
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Field trips – Biosphere II Oracle, AZ
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Mt. Lemmon, Tucson, AZ
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White Mountains, Springerville, AZ
Theory of Knowledge Links
In this unit, students will begin to comprehend how a useful understanding of the
environment is different from the more precise and clear-cut understanding of the
physical sciences. Although we apply many of the same laws of the physical world,
environmental investigations are made in a constantly changing system. Students will
be asked to thoughtfully reflect on how environmental investigations and
measurements may be less precise than those in the physical sciences, and how that
affects the validity of our knowledge of the environment and its functions.
Internationalism Links
 Biomes – study biomes and their distribution locally and globally;
 Population growth – comparisons of population growth in different parts of the
world (more vs. less developed countries) and why we should be concerned;
Topic 3: Human Population, Carrying Capacity and Resource Use
Overview
Students will be introduced to different models used to analyze population growth, and
will focus on the changing human population. They will study the availability of our
natural resources and analyze their use from the standpoint of sustainability.
Understanding the concept of sustainable development and how this is viewed and
practiced by different cultures will be a key issue for this unit. This will involve in-depth
studies of different types of resources critical to human development, including energy,
soil, food and water. Students will research both sustainable and non-sustainable use of
resources, and be able to describe and evaluate the resource usage for specific case
studies.
Key Concepts:
 A given area can only support a certain size of population;
 Human population is growing exponentially;
 Population numbers may either crash or reach an equilibrium around the carrying
capacity;
 The population of LEDCs is 80% of the world’s population; and is growing faster than
the population of MEDCs.
 Crude birth rate, death rate, fertility, doubling time and natural increase rate are all
indicators of population change;
 Population pyramids and the demographic transition model are used to analyze
population changes over time and can help predict future population changes;
 Resources, or natural capital, are goods or services that have some value to
humans, and can be exploited to produce a yield, or natural income;
 Resources are either renewable, non-renewable or replenishable;
 The value of a resource is different in different cultures, and can change over time
as technology and economic development progress;
 Sustainability refers to the use of natural resources at a rate that allows its natural
replenishment without undue environmental damage or compromising their
availability for future generations;
 Sustainability relies on living within the natural income generated by available
natural resources without destroying those resources;
 Technology, reducing energy use and recycling are ways of increasing human
carrying capacity;
 Ecological footprint refers to the land area required to sustainably support a
population;
 Ecological footprint can be calculated, and is influenced by a country’s stage of
development and its worldview;
 Sustainable yield refers to the amount of natural income that can be exploited
without depleting the original stock, and can be calculated;
 Societies get their energy from a variety of resources, including both renewable
(such as solar, wind and hydro) and non-renewable (such as fossil fuels and
nuclear);
 Energy resources used in a particular society depend on many factors, including
availability, economic, cultural, environmental and technological factors;
 All the food we consume ultimately depends on soil, making it a valuable resource;
 Different soils have different properties with affect their productivity;
 Human activities, such as irrigation, desertification and toxification, degrade our soil
resources;
 A variety of measures can be taken to conserve soil and soil nutrients, such as
conditioning the soil or reducing erosion;
 Food production for the current human population is sufficient; however, its
distribution needs to be improved;
 The energy efficiency of terrestrial food production systems are significantly higher
than aquatic food production systems;
 Different food production systems have different impacts and make different
demands on the environment;
 Food production is closely linked with culture, tradition and politics;
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Most of the water on Earth is salt water and not suitable for human use or
consumption; with only about 3% fresh water;
Water moves through the water cycle continuously by being transferred (as in
moving from a stream to the ocean) or transformed (as in evaporation);
Global consumption of fresh water is increasing quickly due to human population
increases;
Freshwater resources can be used sustainably if used wisely;
Labs/Activities
 Exponential growth in human populations information
 Tragedy of the Commons article
 Information and explanations of raw data to calculate crude birth and death rates,
fertility, doubling time and natural increase rate
 Diagrams showing demographic transition models of MEDCs and LEDCs
 Models helping to explain the growth of human populations comparing MEDCs and
LEDCs
 Freeport McMoRan Copper and Gold Mines speakers/presentations covering
natural income, renewable, replenishable and non-renewable natural capital also
covering information about sustainability, sustainable development and sustainable
yield from data given from the mines
 Water packet containing groundwater information
 Energy activities for Tucson, AZ
 Soil system information outlined in water packet with leaching lab activity focusing
around inputs/outputs of a given system
 Soil degradation and effects of human activities study by the U of A and the
Biosphere II
 Soil conservation information from U of A Agriculture program and information from
area farmers
 Video information on global food supply and food production systems
 Food webbing activities
 Input/output diagrams for two named food production systems
 Discussion of the links between social and food production systems
 % of water distribution lab
 Using a case study describe and evaluate the sustainability practices of freshwater
 Eco-footprint activity touching on information about carrying capacity and the
human population with LEDC and MEDC information
 Recycling in Tucson with information from Waste Management
 Land usage and stakeholders activities with flow charts
 U of A Hydrology presentation by Martha Whitaker
Theory of Knowledge Links
Through their own ecological footprint students will recognize the impacts that they
alone have on the Earth. As a class a comparison of the different footprints will
enlighten some to start reducing their economic footprint. This will be revisited
throughout the two years to see changes that the students have made in their own life
will reduce their eco footprint which will directly affect the overall impact.
Internationalism Links
Students will compare population numbers and growth in LEDCs and MEDCs worldwide.
Comparisons of resource use and the value of different resources for different cultures
will be considered. Sustainable development is an open for interpretation term and is
viewed differently by environmentalists and economists. The students will interpret
information from different viewpoints and have their own opinion of sustainable
development while supporting that opinion with data and research from previous
topics and chapters
Topic 4: Conservation and Biodiversity
Overview
Students will explore the meaning of biodiversity and the impacts of changing
ecosystems on biodiversity at local, national and international scales. They will use the
fossil record and an understanding of plate tectonics to consider how and why species
have evolved throughout geologic time, and apply their knowledge to understanding
how speciation and extinction continue to occur. Using field activities students will
study the impact of abiotic factors on local biodiversity. Case studies of the rainforest
biome will help students understand the richness of biodiversity being lost by its
destruction. Students will end by studying conservation – reasons and criteria for
preserving species and habitat, and the role of governmental and non-governmental
organizations in accomplishing this.
Key Concepts:
 Biodiversity refers to the amount of living diversity per unit area, and includes the
ideas of species diversity, habitat diversity and genetic diversity;
 We do not know the total amount of species living on Earth, but we do know many
species are becoming extinct or are endangered;
 Speciation occurs due to isolation of populations, either geographically or by
reproductive ability;
 Plate tectonic activity has contributed to speciation on geologic timescales as
continents separated, causing isolation of populations;
 Some species are more prone to extinction than others;
 The loss of a keystone species can have a bigger impact on its ecosystem by
causing a great imbalance;
 Biodiversity is lost through natural hazards, habitat degradation, agriculture,
introduction of non-native species, pollution, hunting and harvesting;
 Tropical rainforests are the biome with the most biodiversity and are under
significant threat;
 Ecosystem stability is related to biodiversity, succession, habitat diversity, and
human activity;
 Many factors are considered to determine a species’ conservation status, including
population size, numbers of mature individuals, geographic range and
fragmentation, quality of habitat, and area of occupancy;
 Species and habitats should be preserved for many reasons, including economic,
commercial, ethical and aesthetic;
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Both governmental (GO) and non-governmental organizations (NGO) work to
preserve biodiversity and protect ecosystems, on local, national and international
scales;
GOs and NGOs often have similar goals, but different approaches to preservation;
Criteria are used to design protected areas, including size, shape, edge effects,
corridors and proximity;
Species –based approaches to conservation have strengths and weaknesses,
which need to be evaluated.
Labs/Activities
 Natural selection lab activities, bird beak, Jelly bird and Woolybooger labs
explaining the concepts of natural selection in a given environment
 Concept of Pangea and the splitting of different environments and its relationship to
speciation, reassembly of maps with species distribution evidence supporting the
existence of Pangea and interpreting that information
 Ecology power points and information covering key vocabulary terms and explain
the vulnerability and biodiversity in different habitats.
 National Shooting Sports Foundation video collection on conservation
 Sonora Desert Museum field trip and presentation about conservation and
biodiversity
 Conservation information about areas of Arizona that are protected and why
 Case studies of extinct, endangered and recovered species
Theory of Knowledge Links
The students will build their own opinions about conservation and biodiversity. This
subject raises a lot of debates about rights of animals and should different species have
different rights. Facts and data will have to support the view points of the students.
Internationalism Links
The students will gain the knowledge of conservation biology and how in different parts
of the world there are different rules and regulations. The study of different world
organizations and agencies and how politics influence have a lot to do with what
regulations and laws are imposed. Why what works well for one part of the world may
not work as well in other parts will be addressed and discussed.
Topic 5: Pollution Management
Overview
This unit will give students a broad overview of different types of pollution affecting
aquatic, terrestrial and atmospheric systems, including eutrophication, solid domestic
waste and wastewater, urban air pollution, acid deposition and ozone depletion.
Students will have the opportunity to study and compare different methods of
managing pollution. One important example of international cooperation in managing
pollution is the limits placed on emissions of ozone-depleting chemicals. Students will
review how the international community worked together to address this issue.
Key Concepts:
 Pollution occurs when human activity adds a substance to the environment that
cannot be effectively broken down before it affects organisms;
 Pollution may come from point sources (such as effluent from a pipe) or from nonpoint sources (such as automobile exhaust);
 Point sources are generally easier to manage and control because they can be
easily monitored;
 Major sources of pollutants are emissions from combustion of fossil fuels; domestic
and industrial waste, manufacturing and agriculture;
 There are both direct and indirect methods of measuring and monitoring pollution
in the air and water or on land;
 Eutrophication is caused by an increase in nitrates and phosphates leading to rapid
growth of algae, accumulation of dead organic matter, high rate of
decomposition and a resulting lack of oxygen;
 Solid domestic waste includes many different types of material and is generated by
individuals as well as all aspects of industry;
 Urban air pollution sources are primarily generated by the burning of fossil fuels, and
the gases emitted cause pollution of the lower atmosphere (where life occurs and
is directly impacted);
 Acid deposition occurs when air pollutants react in the lower atmosphere to
produce weak acids, which then affect soil, water and living organisms in certain
regions;
 Strategies for reducing the amount and impact of pollution include altering human
activity through incentives, regulation of pollutant discharge, and remediation and
restoration of ecosystems;
 Depletion of stratospheric ozone is caused by the release of stable halogenated
organic gases into the atmosphere, and can result in an increase of ultraviolet
radiation reaching Earth’s surface;
 International cooperation has resulted in agreements worldwide to limit the
emissions of these gases;
Labs/Activities
 Nature of pollution lab activities along with how to detect and monitor pollutions in
air, water and soil
 Pollution management information through web research and guest speakers from
the community
 Real examples of human factors that affect pollution management
 DDT article information
 Pond water lab activities and the process of eutrophication
 Sewage and water treatment guest speaker and field trip
 Atmosphere ozone information and activities
 Your carbon footprint information and how to reduce emissions
 Future strategies for reducing emissions into ozone.
 Smog activity around the school campus
 Acid deposition and its effects on soil, water and living organisms
 Case study information to help understand management strategies
Theory of Knowledge Links
Knowing that what impact you have on the environment is not enough, this section will
show the students that by being an individual and no thinking of others you can do
serious damage to an ecosystem from an environmental and political point of view.
Internationalism Links
The students will demonstrate how individuals using a common resource (the commons)
for their own personal gain will inevitably result in the degradation of the commons, and
decrease the yield for both the group and the individual. There will be data and
information to support this problem and how it can be avoided or improved upon.
Topic 6: The Issue of Global Warming
Overview
This topic allows students to study and review data on a current controversial global
issue, and look at how different communities on a global scale are choosing to address
(or not address) this issue. Students will begin by reviewing some important factors that
influence climate, especially greenhouse gases. Using empirical data, students will
evaluate the effect GHGs on air temperature. Online databases provide a wealth of
historical temperature and atmospheric data for analysis. Students will be encouraged
to critically evaluate the controversies surrounding global warming and develop their
personal viewpoint based on their research.
Key Concepts:
 Greenhouse gases GHGs, including water vapor, methane, CO2,
chlorofluorocarbons and others, have the important job of regulating air
temperatures on Earth, keeping our climate suitable for life as we know it;
 Human activities, especially burning of fossil fuels, are causing an increase in GHGs
in our atmosphere;
 Increases in GHGs have been shown historically to correlate with higher
temperatures, and may lead to warming of the atmosphere and climate change;
 Potential effects of increasing GHGs include shifting biomes, redistribution of
agricultural areas, changing weather patterns, coastal inundation due to sea level
rise and thermal expansion as ocean temperatures rise, and spread of tropical
diseases;
 Feedback mechanisms for global temperatures are complex, and likely include
both positive and negative feedback;
 The issue of climate change is controversial, especially among political parties and
in the general public;
 Global climate models contain many uncertainties and are, therefore, interpreted
in conflicting ways;
 Intergovernmental and international agreements have been proposed as
strategies to limit human emissions of GHGs;
 Some strategies may have limited effectiveness or applicability in LEDCs;
 Individuals can act to reduce their GHG emissions.
Labs/Activities
 Greenhouse gas lab – measure the effects of methane, CO2, and water vapor on
air temperature;
 Video: A Global Warning; discussing factors influencing climate, how climate has
changed historically, and factors influencing greenhouse gas concentrations
today.
 Analyze databases showing historical temperature and atmospheric data.
 Research how human activities add to greenhouse gasses
 Study of how global temperature has been effected by human activities
 Relate negative and positive feedback loops to global temperatures through
research
 Research and document information about global warming and what arguments
surround global warming, web quest activity, planet Earth videos with study guides
Theory of Knowledge Links
The students will learn that with so much ambiguity with in the scientific community it
may be confusing what the real issues are. They will have to set themselves apart from
political influences and interpret data and information to come up with their own point
of view about the issues of global warming.
Internationalism Links
The students will have “where they stand” on environmental issues at this stage of the
ESS program. They will understand that global warming is a world wide threat and grasp
that it involves the entire world working together to understand and reduce the effects
of global warming. Solving the issue of global warming can be compared to addressing
the issue of ozone depletion, and how we were successful at a global level and can
continue to be successful at that level.
Topic 7: Environmental Value Systems
Overview
Understanding environmental value systems is a theme that will be addressed within
every topic throughout the course. Students will be introduced to the concept of
environmental value systems from the start of the class. They will have the opportunity
to explore environmental value systems on a global scale, and monitor changes in their
own thoughts and beliefs as they progress through the course.
Key Concepts:
 Environmental concern, considered primarily a modern movement started in the
1960’s, was evident long before;
 An environmental value system is a particular world view that shapes the way an
individual or group of people perceive and evaluate environmental issues;
 Environmental value systems are influenced by cultural, religious, economic and
socio-political backgrounds;
 Environmental philosophies include a range of ideas which may be ecocentric
(nature-centered), anthropocentric (people-centered), or technocentric
(technology-centered;
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A person’s environmental philosophy influences their decision-making process on
environmental and other issues;
A person’s environmental philosophy can change dramatically throughout one’s
life, and it is important to re-evaluate your thoughts and actions periodically;
Different societies hold different environmental philosophies and comparing these
helps explain why societies make certain choices;
The environment or any organism can have its own intrinsic value, which may be
measured differently by different individuals and/or societies;
It is important to develop your own environmental worldview, reflecting your
position on a range of issues (such as population control, resource management,
sustainable development, global warming and pollution management) and be
aware of how it influences your decisions on a daily basis.
Labs/Activities
 Possible outside reading – Silent Spring, by Rachel Carson; A Sand County Almanac,
by Aldo Leopold
 Explain and research information about what an environmental value system is
 Describe and define the three environmental philosophies with reference to figure 6
of the IB ESS guide
 Research and present different historical influences that has helped to develop the
modern environmental movement
 Research and develop your own opinion about different environmental value
systems of two societies
 Support, using information that you have researched and learned throughout the
ESS program, your personal viewpoint on environmental issues
Theory of Knowledge Links
Value systems differ, for different countries, systems and even people. Students by this
time in the ESS program will develop very strong opinions supported by examples and
data of their personal stand points on environmental issues. The students will have
studied and researched different viewpoints about the environment and how specific
issues affect the world as a whole.
Internationalism Links
Viewpoints as different as they may be are equally valid and students will have grasped
this during the IB program. The students will also recognize the political and economical
impacts of environmental issues facing different parts of the world, how something that
happens in other countries has an impact world wide. Finally students will justify their
own position within the environmental value system.
Assessment:
Knowledge of IBO-required assessments and descriptors should be evident. All parts of
IB assessment should be addressed, both internal and external. In addition, examples of
non-IB monitoring should be given, if they are part of the course.
Comprehensive assessment of student work will include both the required external
assessment papers as well as multiple internal assessments, both formative and
summative. The most important element of the assessment will be fieldwork and
investigations used for students’ practical scheme of work (PSOW). Assessments may
also include short laboratory practicals, computer simulations, analysis of real world
data, and case studies. All assessments will be designed to allow students to
demonstrate their understanding of core concepts, lab methodologies and skills with
regard to environmental issues.
Summative assessments will be given at the conclusion of each topic, with multiple
quizzes throughout. These will be used as opportunities for students to practice
answering example EA questions. Students will be taught the basic command terms
used by IB and specifically what each term asks the students to demonstrate. These
practice tests and quizzes will help students prepare for success on their end of
course EA.
Internal assessments will be given for ESS topics one through six, and will be spread
throughout the course. Select labs will be evaluated using the criteria and aspects
outlined in the ESS guide. Not all lab exercises will be scored in each of the three
criteria – some may only be planning labs; some may include procedures that are
provided and be scored only on data collection and processing (DCP); and some
may use databases that are provided for analysis and then scored only on
discussion, evaluation and conclusion (DEC). Students will complete at least two lab
investigations that will be scored on all three criteria. Students will also be required to
update their ES/PSOW form upon completion of each lab.
Examples of possible laboratory investigations to be used for internal assessments
include:
Topic 1
Design a method to create an open, closed & isolated system
 Criterium: Pl
Observing closed ecosystems in an ecocolumn
 Set up ecocolumn with different systems – aquatic = fish, water, snail,
algae, rocks, elodea
 Decomposer = grass, fruit, worms, fruit flies
 Terrestrial = soil, seeds, small bugs
 Run for 12 weeks
 Collect N, P, K, DO, pH on water
 Collect N, P K on soil
 Criterium: DCP
Develop a teacher generated open/closed and isolated systems.
 Students determine/conclude which system is which and why
 Criterium: DEC
Topic 2
Measuring species diversity
 Students should perform a transect and quadrant lab in a local ecosystem
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They should calculate the Simpson’s index for the area and identify
limiting factors that may cause the distribution of species.
Criterium: PL
Mark-recapture Lab (Lincoln’s Index)
 With unknown quantity of beans
 Criterium: DCP
Identify two different locations (disturbed and undisturbed) of leaf litter within the
school campus.
 Identify the organisms in each location & discuss their difference in
abundance
 Criterium: DEC
Topic 3
Vermicomposting
 Plan an experiment to investigate the efficiency of vermiform detritivores
and saphrotrophs on organic material
 Testing pH, temp, biomass, N, P, K (?), moisture
 Variables: air flow, introduced organism, material, light/dark, moisture
 Criterium: Pl
Assign groups a resource (air, water, energy) to research
 Determine human impacts and resource use.
 Collect individual data regarding use of that resource per day –
extrapolate to annually
 What’s your impact compared to literature search; ways to lessen
impact?
 Criterium: DCP
Research the average ecological footprints of individuals from 10 different
nations, including your own.
 Also investigate resource distribution for these countries.
 Draw conclusions based on what these countries have vs what people in
them use
 Criterium: DEC
Topic 4
Create a closed functioning ecosystem
 3 to 4 month lab
 This ecosystem can then be used for other factors
o Evaluating biodiversity and vulnerability
o Conservation of biodiversity
o Pollution
 Criterium: Pl
Identify the biodiversity of the trees of your school campus
 Find the best way to count the organisms and identify the species
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Criterium: DCP
Comparing succession and biodiversity
 Field trip to shore of body of water
 Create a transect line perpendicular to shore
 Measure biodiversity along the line
 Students will determine how succession impacts biodiversity
 Criterium: DEC
Topic 5
Come up with an experiment to measure the school’s “solid” waste
 Graph and interpret data
 Formulate ideas to minimize waste in the school
 Criterium: Pl
Monitor your daily trash output
 Categorize & mass (recyclable/not; compostable/not)
 Share class data
 Extrapolate to school, city, state
 Lit. search to compare
 Criterium: DEC
How does eutrophication impact an ecosystem?
 Look at how varying amounts of nitrates and/or phosphates impact algae
growth
 Criterium: DEC
Topic 6
Investigate one human activity’s impact on Greenhouse gas production.
 Criterium: Pl
Using secondary data, what are the different viewpoints on global warming?
 Surveys – age, geographic location, socio-economic status
 How do they compare to your own?
 Criterium: DCP
Discuss the albedo effect, and then have students design a lab to investigate
varying amounts of “Styrofoam” (mimics ice) and abiotic factor related to global
warming
 Criterium: DEC
Topic 7
Investigate value system related Energy Sources –
Factors influencing choices/availability/cost etc
 Sustainability
 Green
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Renewable/non-renewable
Criterium: Pl [Survey]
Determine the EVS make-up of 2 different populations
 Have students create a survey to assess where people are on the EVS
continuum
 Students are to give the survey to two different populations of people and
compare results
 Criterium: DCP
Develop a survey to assess public knowledge/opinion/values concerning
pollution, biodiversity and resource use/misuse.
 Assign individuals a category to develop a survey for.
 Pl – peer review to refine survey
 Criterium: Surveys- DEC
Resources:
List the books and other resource materials and software that will be used in the course.
Information should include what is currently available as well as what is being ordered.
Books
Investigations in Environmental Science: A Case-Based Approach to the Study of
Environmental Systems, 2005, Developed by: The Geographic Data in Education
(GEODE) Initiative, Northwestern University, in association with It’s About Time HerffJones Education Division, 84 Business Park Drive, Armonk, NY 10504
Rutherford, Jill, Environmental Systems and Societies Course Companion, Oxford
University Press, Great Clarendon St., Oxford OX2 6DP, 2009
Contacts/Speakers
Sonoran Desert Museum
Chris Bannon, Biosphere II
Freeport McMoRan Copper and Gold Mines
Martha Whitaker, U of A Hydrology